Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Sarah L. Buglass"'
Publikováno v:
Journal of Pedagogical Sociology and Psychology, Vol 3, Iss 2, Pp 90-102 (2021)
Consistent with capacity theories of attention, attention can be sustained to the extent that spare mental resources remain available. The traditional lecture in higher education has received criticism for being too long to hold a student’s attenti
Publikováno v:
Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education. 17
This study explores within the Italian university context the differences emerging in the acceptance of Distance Education (DE). 112 university teachers from various Italian universities participated in a survey, which included an adapted version of
Publikováno v:
Technology, Pedagogy and Education. 28:381-394
In a knowledge driven society, secondary education should let students develop appropriate and meaningful skills to live, think and work. To this aim, teachers require specific knowledge and competences about technology-mediated collaborative learnin
Autor:
Ricardo Muench, Jens F. Binder, Astrid Carolus, Sarah L. Buglass, Florian Schneider, Catharina Schmidt
Publikováno v:
New Media & Society. 21:914-938
Based on the idea of computers constituting social agents and referring to core characteristics of human–human relationships, this study introduces the concept of a digital companionship between smartphone users and their devices. Constituting char
Banter, a form of social communication, is perceived to enhance social cohesion between friends in online and offline contexts. A fine line between banter and bullying behaviours exists however, with some instances of banter perceived as bullying, cy
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e6b39f27dba71b7e1917b531ccaf7b38
https://irep.ntu.ac.uk/id/eprint/42067/1/1390044_Betts.pdf
https://irep.ntu.ac.uk/id/eprint/42067/1/1390044_Betts.pdf
Although research has identified a range of opportunities, risks, and harms related to online social networking, the public debate on online risks follows a set pattern by which members of older age groups (parents, regulators) hold a picture of memb
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6261d036e8ea14e09a1b8f7524ef7de7
https://irep.ntu.ac.uk/id/eprint/39454/1/39454_a540_Betts.pdf
https://irep.ntu.ac.uk/id/eprint/39454/1/39454_a540_Betts.pdf
In this paper, we present a blended university course whose design is inspired by the Trialogical Learning Approach and its six Design Principles. The structure, activities, and content of the course are described in detail. The course description is
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b42277c23a0ef3671dbe5d4c96a1ee1e
https://irep.ntu.ac.uk/id/eprint/37925/1/1197904_Buglass.pdf
https://irep.ntu.ac.uk/id/eprint/37925/1/1197904_Buglass.pdf
Autor:
Daniel Wheatley, Sarah L. Buglass
Publikováno v:
The British journal of sociologyBibliography. 70(5)
Social networking is a digital phenomenon embraced by billions worldwide. Use of online social platforms has the potential to generate a number of benefits including to well-being from enhanced social connectedness and social capital accumulation, bu
Publikováno v:
The American psychologist. 72(7)
Data from online social networks carry enormous potential for psychological research, yet their use and the ethical implications thereof are currently hotly debated. The present work aims to outline in detail the unique information richness of this d
In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e2ac53b25935787d304f9a05c1b7e022
https://irep.ntu.ac.uk/id/eprint/27992/1/PubSub5515_Buglass.pdf
https://irep.ntu.ac.uk/id/eprint/27992/1/PubSub5515_Buglass.pdf